Types of Activity

Types of ActivityTeam & Individual Activities

An individual activity is performed by one person.Task: Write down all the individual activities that you will cover in Standard Grade.

A team activity involves you working with other people.Task: Write down all the team activities that you will cover in Standard Grade.

Types of ActivityCompetitive & Non-Competitive Activities

A Competitive activity is a contest involving two or more rivals.Task: Write down all the competitive activities that you will cover in Standard Grade.

A Non-Competitive activity involves performers who take part for self satisfaction and enjoyment i.e. Aerobics and Jogging

Directly & Indirectly competitive Activities

‘Directly competitive’ means that you have a direct influence on what your opponent does.

‘Indirectly competitive’ means that your performance does not affect the performance of your opponent.

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Put the following headings in your jotter and put the letters which match Put the following headings in your jotter and put the letters which match these headings underneath them.these headings underneath them.

TEAM ACTIVITYTEAM ACTIVITY

INDIVIDUAL ACTIVITYINDIVIDUAL ACTIVITY

COMPETITIVE ACTIVITYCOMPETITIVE ACTIVITY

DIRECTLY COMPETITIVEDIRECTLY COMPETITIVE

INDIRECTLY COMPETITIVEINDIRECTLY COMPETITIVE

Subjective Activities

Are based on how the performance looks. They can also be described as aesthetic. The result depends on the opinion of the judges. Performers competing in a subjective activity need to use their imagination and be creative.

Objective Activities

Performers achieve a definite score that can be measured in some way. This could be the number of goals scored in a game, the distance achieved, the fastest time or the number of points won in a match.

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1. PUT THE LETTERS DOWN THE SIDE OF YOUR JOTTER

2. NAME EACH ACTIVITY

3. WRITE DOWN IF IT IS A SUBJECTIVE OR OBJECTIVE ACTIVITY

4. WRITE DOWN THE SCORING SYSTEM USED FOR EACH ACTIVITY

Different RolesThroughout the course you will adopt different roles other than a performer

• Helper

• Opponent

• Coach

• Referee

Give examples from your course when you adopted these Give examples from your course when you adopted these roles, use a different activity for each role. Explain what roles, use a different activity for each role. Explain what you did.you did.

ACTIVITIES: EquipmentThere are two main reasons why wearing the proper clothing, footwear or equipment is important

• SAFETY• TO HELP YOUR PERFORMANCE

ACTIVITIES: EquipmentSAFETY: Some activities you must wear certain items for safety e.g.

leg pads

Shin Guards

Helmet

ACTIVITIES: EquipmentHelping performance: Improvements in design and technology can help improve performance e.g.

• Reducing the weight of a piece of equipment• Improving grip or friction• Reducing friction (improving slide or glide)

Task: Get into groups of 4 and discuss these 3 points. Give a minimum of 2 examples for each point.

E.g. Improving friction: Football, Longer studs when playing on a soft muddy park. Allows me to turn and keep my balance.

ACTIVITIES: Official/Formal & Unwritten Rules Written rules

• Found in a rule book

• Rules ensure that the activity is fair

• Shape the way we perform in an activity E.g. in basketball you're not allowed to run with the ball in your hands. So, players have to move by dribbling the ball or by passing and then moving.

• Help keep an activity safe E.g. in rugby, you can't tackle an opponent around the neck or head. Another is the 100-metre sprint, where athletes must stay in their lane. This prevents them making contact with each other at high speed.

ACTIVITIES: Official/Formal & Unwritten Rules

Unwritten rules

• Informal codes of conduct which you won't find in a rulebook. They say how a team or player should behave, and are sometimes called 'etiquette' (or 'sportsmanship'). These rules recognise the importance of co-operation, showing respect, and consideration for others.

• In rugby, players line up to clap the opposition off of the park. • If a player is injured during a football match, it is common to

see the ball put out of play by the opposition. • Many activities end with players shaking hands at the end of the

game.

Rules: Shaping the Game• Rules restrict movement i.e. NETBALL: You are only allowed

in certain parts of the court.• Games are usually split into halves, thirds or quarters.• Most team games start with in the middle i.e. ‘jump ball’ in

basketball and ‘centre’ in football.• When an opponent breaks a rule (foul, infringement) your

team receive the ball i.e. Football: penalty or free kick.• All activities have a restricted playing areas i.e. pitch, court

etc.• If a player deliberately breaks the rules they can be

cautioned, sin binned or sent off.

ACTIVITIES: Tactics

Tactics (Game Plan)

Competitors hope to make the most of their own strengths whilst exploiting the weaknesses of the opposition to win.

Tactics are used both in team and individual activities. And they can be adapted during the course of a competitive situation.

FORMATIONS IN FOOTBALL

ACTIVITIES: Tactics in a Team Game

• Teams can use a variety of formations to utilise your teams strengths and exploit your opponents weaknesses. Tactics are you used both in attack and in defence. Lets look at basketball:

• Formations:122, 212, 131 (Attacking tactics)

• Defensive Tactics: Man to Man defence & Zone

ACTIVITIES: Tactics in a Team Game• In competitive team games strategies and tactics can

be improved by applying principles of play.

Width in attack players spread out across the area in order to pull defenders out and create space to play through the middle.

Depth in attack players spread out up and down the area in order to pull defenders out of position and create passing options and support for each other.

Delay in defence a player puts pressure on the ball carrier to slow down their play. This provides more time for their team-mates to get organised.

Depth in defence a second defender moves behind the defender who is pressuring the ball to support them if they're beaten.

ACTIVITIES: Tactics in a Individual GameIt is important to realise that tactics are used in individual games.

What tactic would you use in the following scenario?

1. Badminton: Opponent’s weakness is backhand2. 1500m: Opponent’s strength is their sprint finish

Tactics: TASKS1. Give the definition of a tactic?2. Name an individual activity, what tactic did you use to try and

win?3. Name a team activity, what tactic did you use to try and win?4. Name an individual activity, what skills are needed in this

activity for your tactics to be effective?5. Name a team activity, what skills are needed in this activity for

your tactics to be effective?6. Why would you consider changing your tactics during the

course of a competitive situation?

Once you have completed the questions. Take a double page of your jotter and put TACTICS in the centre. Now draw a mind map with everything you know about Tactics.

TACTICS: Physical QualitiesTo fulfil a particular role in an activity, we require different qualities.

Physical qualities can dictate the role we take. E.g.

• A goal-shooter in netball needs height. • A prop forward in rugby needs strength. • To perform successfully in gymnastics you need

flexibility. • Many sports require a level of skill.

Choose two team and two individual activities. Explain what physical qualities you need to do well in that activity?

Look closely at the following performers. What Physical qualities does each of activities require? (Some activities

will have more than one)

Physical Qualities: Body Shape

Many activities have their own characteristic body shape. In other words certain body shapes are suited to specific activities.

ENDOMORPH MESOMORPH ECTOMORPH

Draw a table with three columns. Put the following headings in the top of each column; MESOMORPH, ENDOMORPH &

ECTOMORPH. Look closely at the following performers. Place each one on the table.

TACTICS: Personal QualitiesPersonal qualities may also have an affect on the roles we take. They relate to our character and how we treat other people. E.g.

• Team members need to be able to co-operate with others to make tactics work.

• Some individuals are highly motivated.• Depending on the situation, a player may be chosen

for their ability to concentrate under pressure.

Think of a team you know that don’t have the best players but seem to do well. Why is this the case?

POINTS TO REMEMBER• Tactics will depend on your skill level, strengths and

weaknesses (physical & personal)• Tactics will depend on your opponents strengths and

weaknesses• Tactics will adapt and change depending on the

situation, i.e. defending a lead.• Realise specific positions needs specific qualities

for tactics to be effective• Tactics will be used in defence and attack• TACTICS ARE DEPENDANT ON THE SKILL LEVEL

AVAILABLE

CreativityAll movement can be analysed in terms of weight, time, flow and space. This is the case for both individual and team activities. Creativity can make the difference between winning and losing.

Weight – The degree of powerFirm movement Fine touch

Time – How quickly an action is performedSudden Sustained

Flow – The way in which one action links to the nextFree Bound

Space – ‘Where’ the action takes place

Creativity: Individual Activities

Creativity is paramount in subjective activities as performance is judged on weight, time, flow & space.

Activity: GymnasticsWeight – The degree of power

Firm movement Fine touch

How you control your movements. The greater the control the higher the points total.

Soft, light, firm, delicate, strong, heavy

Creativity: Individual ActivitiesActivity: Gymnastics


Some movements should be sudden/quick like a head spring. Others should be held/sustained like a balance.

Fast, held, quick, sustained


Flow – The way in which one action links to anotherFree Bound

A sequence of movements should flow together and not be stopping and starting all the time.

Smooth, jerky, fluent, stopping


Space – ‘Where’ the action takes placeA forward somersault. The technique could be fine, however, the higher you are in the air, the better it looks and the more time it allows for you to land on your feet. If you don’t go high enough it will make it difficult to land on your feet.

High, sideways, low, wide, deep

Creativity: Team ActivitiesCreativity is also paramount in objective activities.

Activity: Football (Attacking)Weight – The degree of power


• The weight of pass to create a goal scoring opportunity. • The power of the shot needed to beat the goal keeper.


Creativity: Team ActivitiesActivity: Football (Attacking)


• The speed of controlling the ball. • Holding up play to lay off a pass or shoot at goal.

Fast, held, quick, sustained



• Passing moves flow together to create openings and chances for your team.

• When a winger drifts past opponents as if they weren’t there.

Smooth, jerky, fluent, drift, stopping



• Passing movements create space for team mates to use.• Making runs off the ball to create space for team mates.• Creating an angle for the shot.

High, sideways, low, wide, deep

Creativity: Team Activities (Defensive)

Activity: Football (Defensive)Weight – The degree of power


• The weight of the tackle needed to win the ball back. • The power required to clear the ball to safety.



Activity: Football (Defensive)


• Timing of a tackle• Holding an attacker up while waiting on support• As a defensive unit, timing of catching opponents

offside




• Team mates work together to mark opponents and try to win the ball back.

Smooth, jerky, fluent, drift, stopping




• Narrowing opponents space by ‘showing’ them towards team mates or to the sides of the pitch.

CREATIVITY TASKPick TWO different activity from your standard grade your course. Describe how you were creative in each activity.

REMEMBER TO USE:WEIGHT

TIMEFLOWSPACE

ADAPTATION

Activities can be adapted in many ways. The intention in making any of the changes to activities is that your skill development can benefit from the changes.

ADAPTATION

WEATHER

RULES

NUMBER OF PLAYERS TIME

SCORING SYSTEM

EQUIPMENT

PLAYING AREA

ADAPTING ACTIVITIES

ADAPTATION• Give examples of how you would adapt both

individual and Team activities using all of the examples on the previous page. What is the benefit of the adaptation you have made?

E.g. Basketball limit the sides to 3 v 3. Players get more touches of the ball, thus giving them a chance to improve their skills.

Badminton increase the amount of players 1 v 2. I played against 2 players to work on trying to improve my smash. I had to be accurate or my smash would be returned.

Sometimes the normal rules of an activity can be changed in order to make some important points clearer. This is sometimes referred to as a conditioned game.

The condition should help you practise in a game setting the skills and technique which you have developed in practice.

CONDITIONED GAMES

Example

Lay-up practice in Basketball.

During the game 4 points could be given to a team if they score with a lay-up.

This would encourage players to try and use what they developed during their practice in a game situation.

CONDITIONED GAMES

CONDUCT & BEHAVIOUR

Conform to ‘unofficial’ rules

Get winning &losing into perspective

Want to play andparticipate

Respect other participants

Obey rules

Accept decisions

Help out – when not being asked

Arrive on time

Good Conduct & Behaviour

CONDUCT & BEHAVIOUR

Named Activity

Draw this diagram. Put an activity of your choice in the centre. Using the examples of good conduct & behaviour on the previous slide, relate these specifically to your activity. Choose 6 examples.

Conform to ‘unofficial’ rules

Get winning &losing into perspective

Want to play and participate

Respect other participants

Obey rules

Accept decisions

Help out – when not being asked

Arrive on time

Good Conduct & Behaviour

Types of Activity

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